Evaluation Process/Roles

 

Special Education Office

Issue a PTR with procedural safeguards notice and parent input form. Send all three documents, waiting 5-7 days between attempts, at least three times to attempt a signature.

If no response from parent notify Supervisor of special education

Once completed and returned, enter Date of Receipt, and upload the document in IEPWriter.

Send completed forms to assigned School Psychologist

Psychologists

B. Evaluation Report

1. Complete report within IDEA timelines. Submit the final document to the Office of Special Education for review by the Director of Special Education

2. Contact the parent regarding the results of your evaluation

3. Review and approve the completed Evaluation

a. For Gifted Only students who do not qualify for Chapter 14 services:

Indicate the student still has a disability and choose Gifted without Disability in the outcome

b. For Gifted Only Students who do qualify indicate Gifted with Disability as the secondary disability in the outcome

4. Attend the MDE meeting

General Education Classroom Teachers

A. Evaluation Report

1. Complete the sections assigned

2. Collaborate with the School Psychologist throughout the process, regarding completion of paperwork.

3. Attend the Evaluation

B. Functional Behavior Assessment (FBA) –if recommended in Evaluation Report

1. One collaborative FBA should be completed by the classroom teachers and Behavior Specialist. The FBA should include multiple data collection sheets across educational settings.

2. The special education case manager and Behavior Specialist will combine the data and complete the FBA.

IEP Case Manager

A. Evaluation Report

1. Attend the MDE meeting when/if held.

B. Initial IEP

1. Complete and send home:

  • Invitation to Participate in the Initial IEP meeting

    • This meeting can be scheduled with the MDE meeting or within 30 days of the meeting/date that the evaluation report was provided to parent.

    • Contact the Gifted Liaison and include on the invitation if the student has a secondary disability of Gifted- gifted will add their information directly in IEPWriter for the IEP

    • Reminder: for students who are dually identified, there will only be ONE annual IEP.

    • Make three attempts to contact the parent regarding the IEP meeting

    • Complete additional attempts in the Parent Call Log.

  • Prepare/Print the following for the meeting:

  • IEP (Draft)

  • NOREP-Initial Placement (see example)

  • If applicable, Positive Behavior Support Plan

  • IEP Waiver – must be included for a meeting held within 10 days of the MDE meeting/date.

  • Report Provided to Parent

  • MA Billing Parental Consent Form

  • Conduct the meeting and obtain signatures on the following documents

    1. IEP

    2. NOREP

    3. IEP Waiver

    4. MA Billing Consent Form

    5. Invitation

    6. ER signatures

  • IEP Case Manager will finalize all documents listed above in IEPWriter

  • Upload signature pages

  • Submit the following signed original documents to the Pupil Services Office

    1. Request form/Parent request letter

    2. Consent form

    3. ER signature page

    4. Invitation (if meeting held),

    5. NOREP

    6. IEP signature pages

    7. Positive Behavior plan

    8. Original signed MA Billing Consent Form should be given to Pupil Services.

For students 14 or older at the time of the evaluation

1. Complete the sections (Evaluation Page 2 section E)

2. Collaborate with the School Psychologist throughout the process for timelines and completion of paperwork.

 

Related Service/Secondary Disability ER

A. Evaluation Report

1. Complete the sections assigned

2. Collaborate with the team/psychologist throughout the process for timelines and completion of paperwork

3. Attend the Evaluation meeting

B. Functional Behavior Assessment (FBA)

1. One collaborative FBA should be completed.

2. The FBA should include multiple data collection sheets across educational settings.

3. Related Service and Secondary Disability Providers should provide information/data regarding students’ behavior during group and individual sessions.

2. The special education case manager will combine the data and complete the FBA.

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